Browse by author
Lookup NU author(s): Dr Yao WangORCiD, Dr Sara GanassinORCiD
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
This paper examines the experiences of 23 teachers who work in privately-run migrant schools (PMSs) in South-West China. Such schools cater for the needs of internal migrant children who do not often have access to free state education provision because of their lack of status in their new cities. We draw data from an ethnographic-informed qualitative study conducted in Guiyang City. The spillover effect as the theoretical lens, enables us to understand our participants’ experiences within and beyond the school gates. Different from existing research focusing on how home environment characteristics affect school-related outcomes, this study shifted towards investigating whether factors within the school domain can mitigate children’s home-related disadvantages or risks. The findings show that teachers support the students and their families by mediating family conflicts, supplementing often poor nutrition and assisting with homework. Overall, similar to educators in disadvantaged school settings elsewhere, the study demonstrates that teaching and managerial staff in PMSs go beyond their paid roles as educators and they are actively committed to breaking the cycle of poverty and transforming the lives of their students.
Author(s): Wang Y, Ganassin S
Publication type: Article
Publication status: Published
Journal: Educational Review
Year: 2025
Volume: 77
Issue: 7
Pages: 2260-2281
Online publication date: 29/10/2024
Acceptance date: 11/10/2024
Date deposited: 30/10/2024
ISSN (print): 0013-1911
ISSN (electronic): 1465-3397
Publisher: Routledge
URL: https://doi.org/10.1080/00131911.2024.2418551
DOI: 10.1080/00131911.2024.2418551
Altmetrics provided by Altmetric
